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Year 7 Intro to Music

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Danny Smyth

on 24 August 2016

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Transcript of Year 7 Intro to Music

All students will play the first two lines of ‘EastEnders’ mostly in time (3+)

Most students will play the melody completely in time (4-).

Some students will play the melody completely in time with a partner (4=).

Extension: play the melody completely in time with both hands in octaves (4+).
Introduction to Music
Lesson 6
To be able to recognise musical notation on a score.
The Musical Stave
I closed my eyes, drew back the curtain
To see for certain what I thought I knew
Far far away, someone was weeping
But the world was sleeping
Any dream will do

A crash of drums, a flash of light
My golden coat flew out of sight
The colours faded into darkness
I was left alone

May I return to the beginning?
The light is dimming and the dream is too.
The world and I, we are still waiting,
Still hesitating
Any dream will do
Harry Potter, Harry Potter.
Where’s he gone, where’s he gone.
Run off with Hermione, run off with Hermione.
Poor old Ron, poor old Ron.

Introduction to Music
Lesson 1
The Musical Stave
Every Good Boy Deserves Football

Every Green Bus Drives Fast

Every Good Band Deserves Fans
The Musical Stave
Upton Court Grammar School

Year 7

Introduction to Music

Mr Smyth

Harry Potter
Rhythm
Pitch
Dynamics
Tempo
Texture
Ostinato
Keywords
The Musical Elements
Introduction to Music
Lesson 2
Lesson Outcome
Compose Symbols
DynamicsPitch
Texture
Keywords
Success Criteria
To compose music using symbols to represent sound.
Value
Name

Quaver
Minim
Symbol

Crotchet
Note Values
2 beats
1/2 beat each
1 beat
Introduction to Music
Lesson 3
Introduction to Music
Lesson 2
Lesson Outcome
Keywords
Success Criteria
To compose music using symbols to represent sound.
Lesson Outcome
To understand note values and be able to use them accurately.
All of you will be able to identify rhythms.

Most of you will be able to write rhythms and perform them in time.

Some of you will be able to write the rhythm of 'Frere Jacques/Harry Potter.'

Success Criteria
Keywords
Crotchets
Quavers
Minims
Success Criteria
Lesson Outcome
To understand the musical elements and use them to create an
interesting piece of music.
All of you will be able to use different dynamics in your performance. (5)

Most of you will be able to use different tempos in your performance. (6)

Some of you will be able to use different textures in your performance. (7)

Extension: be able to create your own ostinatos. (8)
Extension 2: be able to use other elements of music, such as timbre, rhythm, structure and harmony. (9)
All of you will be able to compose using symbols to represent sounds.

Most of you will be able to compose using symbols to represent dynamics.

Some of you will be able to compose using symbols to represent pitch.

Extension: be able to compose using texture.
Introduction to Music
Lesson 4
Lesson Outcome
To create an interesting and engaging performance.
All of you will be able to sing some of the song in time and in tune.

Most of you will be able to sing all of the song in time and in tune.

Some of of you will be able to sing articulating the words well.

Extension: be able to sing with confidence and lead others.
Success Criteria
Keywords
Interesting
Engaging
Performance
Close every door to me,
Hide all the world from me
Bar all the windows
And shut out the light

Do what you want with me,
Hate me and laugh at me
Darken my daytime
And torture my night

If my life were important I
Would ask will I live or die
But I know the answers lie
Far from this world

Close Every Door To Me
1) What makes a performance interesting and engaging? Think about dance and drama as well as music.

2) What makes a musical performance interesting and engaging?
Close Every Door To Me
Any Dream Will Do
1) How is the emotion of this song different from 'Close Every Door'?
2) How does the singer show the emotion of
the song?
Introduction to Music
Lesson 5
Lesson Outcome
To communicate emotion in a performance.
Success Criteria
All of you will be able to perform articulating some of the words.

Most of you will be able to add some dynamics to the
performance.

Some of you will be able to perform with some facial
expression.

Extension: be able to perform with some vocal expression.
Articulating
Dynamics
Expression
Keywords
Any Dream Will Do
Introduction to Music
Lesson 5
Lesson Outcome
All of you will be able to recognise notes in the music when questioned.

Most of you will be able to work out the notes in the music independently .

Some of you will be able perform the piece of music accurately.

Extension: be able to perform the piece of music accurately and in time.
Success Criteria
Keywords
Notation
Score
Stave
Assessment Levels for ‘EastEnders’

Self or peer assessment

5 - Play at least the first two lines of the melody mostly in time.

6 - Play the melody completely in time.

7 - Play the melody completely in time with your partner.

8 - Play the melody completely in time
with both hands in octaves.

9 - Be able to create an accompaniment using chords
or bass lines and play it with two hands.

Lesson Outcome

To be able to perform a piece of music on the keyboard with some accuracy.
Success Criteria
Keywords
Melody
Octave
Assess your partner by ticking the level that they are on and choosing one target to help them improve.

If you are able to play together at the same time, assess yourselves as a pair.
Rhythm
Pitch
Dynamics
Tempo
Texture
how short or long a sound is.
how high or low a sound is.
how loud or soft a sound is.
how fast or slow a sound is.
how thick or thin layers of sounds are.
Word
Coffee
Tea
Milk
Example
Aim Higher
Using this keyboard guide is much harder than using a keyboard grid. It will help you to become a much better player as you will know where the notes are.
How to use it
Look at the pattern of black notes (two followed by three)
Find out where your note is in relation to the black notes
3 before me
Display the colour to show the teacher which zone you are in.
Use the checklists to give you ideas on how to improve. If you are in the orange 'stretch zone,' carry on until you reach green!
THINK -
Look at the following elements and match them to the correct definition.

PAIR -
Discuss your answers with your partner.
SHARE -
Check your answers with the rest of the class.
Homework
Go to Edmodo.com and create an account using the code
mi3znz.

Read through your homework and look at the number that you have been given.

Write the date and the title 'Elements of Music Homework Self-assessment'

Give yourself a ‘What Went Well’ and an ‘Even Better If’ using the success criteria to help you:

ALL OF YOU WILL: Be able to describe at least three elements of music.
MOST OF YOU WIL: Be creative in your descriptions and pictures.
SOME OF YOU WILL: Give examples of how these elements are used.

You may want to make a comment on whether you have written all of the information in your own words or not.
Homework self-assessment
This note is D because it is below the note on the line, which is E.
This note is C because it is below D. You have to create an extra ledger line to draw it.
1) Play the melody completely in time with your partner.


2) Play the melody completely in time
with both hands in octaves.


3) Play at least the first two lines of the melody mostly in time.


4) Play the melody completely in time.




Assessment levels
for 'EastEnders'
3+
4-
4=
4+
3+
4-
4=
4+
Semi-breve
4 beats
Soup
THINK - What are these rhythms called and how long are they?
PAIR
SHARE
http://www.musicteachers.co.uk/resources/bandit/rhythmBandit.html
Full transcript